A voz de professores universitários com deficiência e a percepção de seus alunos sobre prática docente de seus professores

Abstract

The scientific production about the Special Education has increased it exponentially for the last decades. A significant amount of this production has shown that relatives and professionals of different areas have negative points of view about the person with special needs. He is considered childish incapable, dependent and having different characteristics from what is called normal person (MENDES, NUNES, FERREIRA, 2002). The studies about how disable people analyses their own social and educational process of inclusion/exclusion, however, are still scarce. In this context, this present research which is constituted into 3 parts is given the chance to university disable teachers to speak. In the first part the pedagogical practice of a teacher with cerebral palsy is described. The second one aimed verify, how disable teachers used to plan and conduct their classes, identifying obstacles and facilitators for their teaching. And the last one, the students perception about the pedagogical practice of disables and not disable teachers was analyzed. The methodological procedures were analyses of: daily reports from the teacher of the first part the content of the semi structured interviews with the teachers from the second part and the questionnaires answers applied by the students of the third part. The research was developed at a public university in Rio de Janeiro city and where the teachers work. The results showed that the university disable teachers didn t find difficulties in find a job. They work with practical activities, debates and they use videos and multimedia resources in their classes. However, the teachers faced behavior and architectural obstacles from other people such as curious looks at them and communication difficulties. The students pointed that the disable people experiences enriches the classes and the contents become more clear and closer to reality. Nevertheless, some deficiencies can compromise the pace and the comprehension of the classes. The no disable teachers express themselves more clearly their classes are fast, however they use old fashioned methodology. The students suggested more dynamic classes and the use of videos and multimedia resources to improve the pedagogical practice of disable and no disable teachers